Science Notebook Student Edition

[Pages:368]Science Notebook Student Edition

About the Consultant

Douglas Fisher, PhD, is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU's teacher credentialing program as well as graduate-level courses on English language development and literacy. He also has taught classes in English, writing, and literacy development to secondary school students.

Copyright ? by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-896415-2 MHID: 0-07-896415-6 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 REL 14 13 12 11

To the Teacher ......................................... v

Note-Taking Tips .................................... vii

Introduction to Chemistry ........................1

Section 1 ........................................................2 Section 2 ........................................................5 Section 3 ........................................................8 Section 4 ......................................................11 Wrap-Up ......................................................14

Analyzing Data ....................................... 15

Section 1 ......................................................16 Section 2 ......................................................19 Section 3 ......................................................22 Section 4 ......................................................25 Wrap-Up ......................................................28

Matter--Properties and Changes ............ 29

Section 1 ......................................................30 Section 2 ......................................................33 Section 3 ......................................................36 Section 4 ......................................................39 Wrap-Up ......................................................42

The Structure of the Atom ...................... 43

Section 1 ......................................................44 Section 2 ......................................................47 Section 3 ......................................................50 Section 4 ......................................................54 Wrap-Up ......................................................56

Electrons in Atoms ................................. 57

Section 1 ......................................................58 Section 2 ......................................................62 Section 3 ......................................................65 Wrap-Up ......................................................68

The Periodic Table and Periodic Law ....... 69

Section 1 ......................................................70 Section 2 ......................................................74 Section 3 ......................................................77 Wrap-Up ......................................................80

Ionic Compounds and Metals ................. 81

Section 1 .......................................................82 Section 2 .......................................................85 Section 3 .......................................................88 Section 4 .......................................................91 Wrap-Up .......................................................94

Covalent Bonding ................................... 95

Section 1 .......................................................96 Section 2 .......................................................99 Section 3 .....................................................102 Section 4 .....................................................104 Section 5 .....................................................109 Wrap-Up .....................................................112

Chemical Reactions .............................. 113

Section 1 .....................................................114 Section 2 .....................................................117 Section 3 .....................................................120 Wrap-Up .....................................................124

The Mole .............................................. 125

Section 1 .....................................................126 Section 2 .....................................................129 Section 3 .....................................................132 Section 4 .....................................................135 Section 5 .....................................................139 Wrap-Up .....................................................142

Stoichiometry ....................................... 143

Section 1 .....................................................144 Section 2 .....................................................147 Section 3 .....................................................152 Section 4 .....................................................155 Wrap-Up .....................................................158

States of Matter ................................... 159

Section 1 .....................................................160 Section 2 .....................................................163 Section 3 .....................................................165 Section 4 .....................................................169 Wrap-Up .....................................................172

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Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Science Notebook

Gases ....................................................173

Section 1 .................................................... 174 Section 2 .................................................... 180 Section 3 .................................................... 184 Wrap-Up .................................................... 186

Electrochemistry ...................................271

Section 1 .................................................... 272 Section 2 .................................................... 276 Section 3 .................................................... 280 Wrap-Up .................................................... 282

Mixtures and Solutions .........................187

Section 1 .................................................... 188 Section 2 .................................................... 191 Section 3 .................................................... 195 Section 4 .................................................... 199 Wrap-Up .................................................... 202

Hydrocarbons .......................................283

Section 1 .................................................... 284 Section 2 .................................................... 288 Section 3 .................................................... 292 Section 4 .................................................... 295 Wrap-Up .................................................... 300

Energy and Chemical Change ................203

Section 1 .................................................... 204 Section 2 .................................................... 207 Section 3 .................................................... 210 Section 4 .................................................... 213 Section 5 .................................................... 217 Wrap-Up .................................................... 220

Reaction Rates ......................................221

Section 1 .................................................... 222 Section 2 .................................................... 225 Section 3 .................................................... 227 Section 4 .................................................... 230 Wrap-Up .................................................... 232

Chemical Equilibrium ............................233

Section 1 .................................................... 234 Section 2 .................................................... 238 Section 3 .................................................... 240 Wrap-Up .................................................... 244

Acids and Bases ....................................245

Section 1 .................................................... 246 Section 2 .................................................... 249 Section 3 .................................................... 252 Section 4 .................................................... 255 Wrap-Up .................................................... 258

Substituted Hydrocarbons and Their Reactions .....................................301

Section 1 .................................................... 302 Section 2 .................................................... 305 Section 3 .................................................... 308 Section 4 .................................................... 311 Section 5 .................................................... 314 Wrap-Up .................................................... 318

The Chemistry of Life ............................319

Section 1 .................................................... 320 Section 2 .................................................... 324 Section 3 .................................................... 326 Section 4 .................................................... 329 Section 5 .................................................... 332 Wrap-Up .................................................... 336

Nuclear Chemistry ................................337

Section 1 .................................................... 338 Section 2 .................................................... 341 Section 3 .................................................... 346 Section 4 .................................................... 351 Wrap-Up .................................................... 354

Redox Reactions ...................................259

Section 1 .................................................... 260 Section 2 .................................................... 263 Section 3 .................................................... 268 Wrap-Up .................................................... 270

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Chemistry: Matter and Change

Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

To the Teacher

Dear Science Teacher,

As you begin a new school year, one of the biggest challenges you will probably encounter is getting students to read their textbooks. Informational text can overwhelm students, leaving them less likely to read and more likely to become apathetic about learning. I believe that this Science Notebook will help students use their textbooks more effectively as they learn about Chemistry.

Note-Taking and Student Success

There is considerable research evidence that addresses how students understand difficult concepts and content in school. Glencoe/McGrawHill has developed the Science Notebook for science students based upon that research. Evidence indicates that students need to know how to take notes, use graphic organizers, learn vocabulary, and develop their thinking skills by writing in order to achieve academic success.

The ability to take and organize notes predicts how well students will do in school. Peverly, Brobst, Graham, and Shaw (2003) showed that when students use background knowledge and take notes, they are likely to perform well on tests. Pauk (1974) observed that note-taking was a critical skill for college success. Notes serve as an external storage function (meaning on the paper) that builds comprehension and content understanding (Ganske, 1981). This Science Notebook is a tool that students can use to achieve this goal. I would like to share some of the features of this Science Notebook with you before you begin teaching.

The Cornell Note-Taking System

First, you will notice that the pages in the Science Notebook are arranged in two columns, which will help students organize their thinking. This two-column design is based on the Cornell Note-Taking System, developed at Cornell

University. Faber, Morris, and Lieberman (2000) found that the Cornell Note-Taking System improves comprehension and increases test scores.

The column on the left side of the page highlights the main ideas and vocabulary of the lesson. This column will help students find information and locate the references in their textbooks quickly. Students can also use this column to sketch drawings that help them visually remember the lesson's information. In the column on the right side of the page, students will write detailed notes about the main ideas and vocabulary.The notes they take in this column will help them focus on the important information in the lesson. As students become more comfortable using the Cornell Note-Taking System, they will see that it is an important tool that helps them organize information.

The Importance of Graphic Organizers

Second, there are many graphic organizers in this Science Notebook. Graphic organizers allow students to see the lesson's important information in a visual format. In addition, graphic organizers help students summarize information and remember the content. I hope that you will encourage students to use the graphic organizers because they will help them understand what they are reading.

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Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Science Notebook

Research-Based Vocabulary Development

Third, you will notice that vocabulary is introduced and practiced throughout the Science Notebook. When students know the meaning of the words used to discuss information, they areable to understand that information better. Also, students are more likely to be successful in school when they have vocabulary knowledge. When researchers study successful students, they find that as students acquire vocabulary knowledge, their ability to learn improves (Martino and Hoffman, 2002). The Science Notebook focuses on learning words that are very specific to understanding the content of the textbook. The Science Notebook also highlights general academic words that students need to know so that they can understand any textbook. These vocabulary words are based on the Academic Word List (AWL) developed by Averil Coxhead. The AWL includes the most common 570 words found in academic texts, excluding the 2,000 general English words such as the, in, and that. Research indicates that students who master the words on Coxhead's list score significantly higher on standardized tests.

Writing Prompts and Note-Taking

Finally, there are a number of writing exercises included in this Science Notebook. Writing is a useful tool that helps students understand the information that is being presented. Writing helps them to assess what they have learned. You will see that many of the writing exercises require students to practice the skills of good readers. Good readers make connections between their lives and the text and predict what will happen next in the reading. They question the information and the author of the text, clarify information and ideas, and visualize what the text is saying. Good readers also summarize the information that is presented and make inferences or draw conclusions about the facts and ideas.

I wish you well as you begin another school year. This Science Notebook is designed to help students understand the information in your Chemistry class. The guide will be a valuable tool that will also provide students with skills that they can use throughout their lives.

I hope you have a successful school year. Sincerely, Douglas Fisher

References

Faber, J. E., Morris, J. D., and Lieberman, M.G. (2000). The effect of note taking on ninth grade students' comprehension. Reading Psychology, 21, 257?270.

Ganske, L. (1981). Note-taking: A significant and integral part of learning environments. Educational Communication and Technology: A Journal of Theory, Research, and Development, 29, 155?175.

Martino, N. L., and Hoffman, P. R. (2002). An investigation of reading and language abilities ofcollege freshmen. Journal of Research in Reading, 25, 310?318.

Pauk, W. (1974). How to Study in College. Boston: Houghton Mifflin.

Peverly, S. T., Brobst, K. E., Graham, M., Shaw, R. (2003). College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking. Journal of Educational Psychology, 95, 335?346.

Van Leeuwe, J., and Aarnoutse, C. (1998). Relation between reading comprehension, vocabulary, reading pleasure, and reading frequency. Educational Research and Evaluation, 4, 143?166.

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Copyright ? Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Note-Taking Tips

Your notes are a reminder of what you learned in class. Taking good notes can help you succeed in science. The following tips will help you take better classroom notes. ? Before class, ask what your teacher will be discussing in class. Review mentally

what you already know about the concept. ? Be an active listener. Focus on what your teacher is saying. Listen for important

concepts. Pay attention to words, examples, and/or diagrams you teacher emphasizes. ? Write your notes as clear and concise as possible. The following symbols and abbreviations may be helpful in your note-taking.

Word or Phrase for example that is

with without

Symbol or Abbreviation

e.g. i.e. w/ w/o

Word or Phrase

and approximately

therefore versus

Symbol or Abbreviation

+ vs

? Use a symbol such as a star () or an asterisk () to emphasize important concepts. Place a question mark (?) next to anything that you do not understand.

? Ask questions and participate in class discussion.

? Draw and label pictures or diagrams to help clarify a concept.

? When working out an example, write what you are doing to solve the problem next to each step. Be sure to use your own words.

? Review you notes as soon as possible after class. During this time, organize and summarize new concepts and clarify misunderstandings.

Note-Taking Don'ts

? Don't write every word. Concentrate on the main ideas and concepts. ? Don't use someone else's notes as they may not make sense. ? Don't doodle. It distracts you from listening actively. ? Don't lose focus or you will become lost in your note-taking.

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Science Notebook

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